Debriefing Reflection

Debriefing provide a safe environment to express feelings, biases and any lack of understanding or knowledge. The sharing of stories with fellow students and teachers is important for processing and understanding experiences (Rankin & Delashmutt, 2006, Giske & Cone, 2012). The process of affirmation integrates experiences and discussions of literature and builds the students’ professional identity. Reflection where students could contemplate and discuss together with teachers and nurses, and possibly chaplains from clinical rotation, is also reported to provide affirmation and support to students (Pesut 2008a, Mitchell et al. 2006). Mitchell et al. (2006) argue that repetitive reflections can cultivate reflection to become a natural part of students’ cognitive process. Post-clinical reflection can turn the …show more content…
The reliability of the results from Rankin and Delashmutt’s study (2006) is debateable as the study due to the location of the study which can bias the results as the students who participated probably already had an invested interest in spirituality. Due to the poor background of the students they possibly might not have wanted to disappoint they faculty involved in risk of being excluded from the study. The purpose of Pesut (2008) study was to investigate and analyse what was being taught to nursing students about spirituality and spiritual care through nursing fundamentals textbooks. The research design is quantitative- correlation. Ten textbooks were reviewed and the eligible textbooks were identified through the web sites of major publishing houses. However, all the books were used originated in Canada so the study’s results cannot be generalised. Religious worldviews usually recognize the limitations on realizing an idealized spiritual state while